the learning cycle (constructivism and lesson design) text chapter 6 course packet pages 87-95
TRANSCRIPT
The Learning Cycle (Constructivism and Lesson
Design)
Text Chapter 6 Course Packet pages 87-95
The Learning Cycle
Chapter 6
Link to prior Knowledge
(Review)(Anticipatory
Set) 271-280
Objective or Purpose
(Introduction)281-282
Presentation(Teacher
Input)282-293
Constructivism261-270
Teacher’s Role270
Learner Response(Guided Practice)293-304
Functional Application (Independent
Practice)304-308
Closure or Summary
Constructivism
The process by which children acquire and organize information
Associated with theorists: Piaget and Vygotsky
Children develop intelligence not by being told, but by building their own understandings
Piaget Schemata gradually become more complex Happens through a sequence of adaptation
1. Assimilation 2. Disequilibrium 3. Accommodation
Motivation comes from children’s drive to either assimilate into or accommodate schemata in response to new experiences in their environment
Constructivist Learning A problem-solving process by which
learners are intrinsically driven to construct meaning from a new learning challenge
Happens when the learner’s experiences are triggered or activated by the challenge of a new learning situation
Teacher’s role is to create challenging situations for learners
Cognitive vs. Social Constructivism
Cognitive The idea that learning occurs
within each individual learner
Social The idea that learning occurs when
people work together to make sense out of their world
Social Constructivism
Centers on positive adult-student and student-student relationships
Teachers make available absorbing materials and intriguing situations
Teachers engage students in activities and provide some sort of systematized instruction and intervention
Vygotsky Believed that humans are different from
animals because they make and use tools (physical and mental)
Humans pass on knowledge and skills through language during verbal interactions
Zones of Development Zone of Actual Development: learning tasks
are completed individually with no assistance Zone of Proximal Development: learning
tasks are completed with just the right amount of assistance
Scaffolding
When teachers offer just the right amount of help for students as they attempt to bridge the gap between what they already know and what they need to learn
Provides temporary support (cueing, questioning, coaching, assistance)
The Learning Cycle
Learning cycle is a student-centered, problem solving teaching approach that creates conceptual change through social interactions
Three major elements Exploration Concept/skill Development Concept/skill Application
Lesson Design Menu
Appetizer
(Exploration)
Main Course
(Concept Development)
Dessert
(Concept Application)
Focus and ReviewStatement of Objective
Teacher Input Presentation
Guided Practice
Independent PracticeClosure
Exploration Phase
Purpose Activate prior knowledge Draw students into the lesson Focus students’ attention on task with
clear purpose
Activating prior knowledge Goal is to establish a connection
between what they know and the new information (advanced organizers, anticipatory set, external mediators)
External Mediator Class discussion Provocative objects Graphic outlines of material
to be covered
Discussion Sequence
Existing knowledge Thought association Rapid recognition Quick lesson review Open discussion
Graphic Organizers Bubble trees Prediction charts K-W-L Venn Diagrams Cycles Thinking Maps (see
Course Packet p. 95)
Establishing a Clear Purpose Children ask: “Why is this
important?” Knowing what is expected is
important Must be linked to prior knowledge and
lessons Generally comes last during
introductory sequence Focuses student attention
The Development Phase This is the main learning experience This is III. Teacher Input or
Presentation Key Questions:
What basic concepts or skills are to be taught? What learning materials should be used? How can the teacher help students construct key
concepts and skills? What strategies can be used to ensure that
students understand and master the skill?
Teaching the Concept
1 Provide Information Explain the concept Define the concept Provide examples of the concept Model
2 Check for understanding Pose key questions Ask students to explain concept/definition
in their own words Encourage students to generate their own
examples
Concepts and Examples Community
Wilmington Washington, DC Tokyo
Mountain Mt. Everest Mt. Fuji Grandfather
Mountain
Island Hawaii Cuba Wrightsville Beach
Justice Taking turns Writing down rules Applying rules
equally to everyone
Factstorming Process of finding relevant details
associated with a concept
Fact
Fact
Fact
Fact
Fact
Fact
Concept
Task Analysis Skills are mental or physical
operations having a specific set of actions that are developed through practice
Task analysis: process of identifying component parts of skills and sequencing the steps
Modeling of skills is highly effective and efficient
Materials for Instruction
Bruner’s three level of learning Enactive Iconic Symbolic Select materials that
represent a balance of these three levels
Assisting students as they construct key concepts
Use of language-based strategies General instructional conversations Small group instructional conversations Graphic organizers
Conceptual Sequential Cyclical Hierarchical
Questioning Strategies Two types of questions: Purposes?
Closed Open-ended
Art of Questioning (Dewey) p. 297 Framing questions and “Wait time”
Ask question Pause 3 – 5 seconds Call on someone to respond Pause 3 – 5 more seconds to give think time
Concept/Skill Application Phase Opportunity to apply and practice
new skill or concept through special projects or independent activities
Two parts: Guided Practice Independent Practice or Functional
Application Should result in constructing deeper
meaning
Guided Practice
Many kinds of practice for new learning
Use of concept mapping/graphic organizers Conceptual Sequential Cyclical Hierarchical
Thinking Maps
Independent Practice
Independent Activities – (different activity from Guided Practice!)
Focus on creativity and choice Provide for extension, application,
relevance, and usefulness
Closure
Involves summarizing, sharing, reviewing, extending the concept
May provide transition to new lesson or learning